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Engineering Body of Knowledge: Skills, Attitudes, and Economic Analysis

This book presents the essential knowledge, skills, and attitudes required for professional engineers, including a focus on engineering economic analysis. It is relevant for engineering students, faculty, interns, and practicing engineers.

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Engineering Body of Knowledge: Skills, Attitudes, and Economic Analysis

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  1. The Engineering Body of KnowledgeKnowledge, Skills and Attitudes Required for Practice as a Professional EngineerFirst Edition Craig N. Musselman, P.E., F.NSPE National Society of Professional Engineers Presented to the ABET Symposium 2014 Pittsburgh, PA

  2. National Society of Professional Engineers (NSPE) • Formed in 1934 • National Federation with State Societies/Chapters in each Jurisdiction • Represents Professional Engineers and those on a track to be Professional Engineers • Of all Engineering Disciplines • Of all Employment Sectors

  3. NSPE’s development of the EBOK was motivated by three forces.

  4. Preparation of the Engineering Body of Knowledge • NSPE Licensure and Qualifications for Practice Committee • 27 Members • 8 Disciplines Represented • Licensure Oriented • Predominantly Engineering Practitioners • Two Year Intensive Process • Review and Detailed Input from Partner Society Teams of Engineers: • IEEE • AIChE • ASCE • ASABE • Japan Society of Professional Engineers

  5. The Engineering Body of Knowledge • The Knowledge, Skills and Attitudes required for the practice of engineering in responsible charge of engineering activities as a Professional Engineer • Acquired through a combination of engineering education and engineering experience – not “teased apart” by NSPE • Applicable to Professional Engineers of all disciplines and in all employment sectors

  6. Knowledge, Skills and Attitudes • Knowledge consists of comprehending theories, principles, and fundamentals; • Skills are the abilities to perform tasks and apply knowledge; and • Attitudes are the ways in which one thinks and feels in response to a fact or situation.

  7. Intended Audience for the Engineering Body of Knowledge • Prospective and Current Engineering Students • Engineering Faculty • Engineer Interns • Professional Engineers • Engineering Mentors, Supervisors and Employers • Licensing Boards • Accreditation Leaders • Certification Boards

  8. What Does NSPE Ask? Individuals and Organizations: 1. Consider this practice-based Engineering Body of Knowledge in the context of your role in the engineering profession. What should you or your organization do differently in the future? 2. Provide input for a second edition. To: aschwartz@nspe.org

  9. The Engineering Body of Knowledge • Guiding Principles • Key Attributes • Capabilities and Abilities

  10. Guiding Principles - NAE • Technological innovation accelerating. • Technology deployment globally interconnected. • Technology in our everyday lives - more significant than ever. • Individuals increasingly diverse and multidisciplinary. • Social, cultural, political, and economic forces will shape technological innovation. Above from the National Academy of Engineering

  11. Additional Guiding Principles - NSPE • Broad body of knowledge increasingly required • Higher value-added, leading-edge services and products from the U.S. needed • Communication, management, leadership, ethical practice skills increasingly critical • Engineering in a sustainable, global context • Lifelong Learning need is accelerating

  12. Key Attributes of the Professional Engineer • Analytical, practical; • Thorough, detail-oriented; • Creative, innovative; • Communicative; • Knowledgeable about sciences and mathematics; • Knowledgeable in a selected field and conversant in related fields; • Skillful in business and management; • Able to provide leadership • Professional and positive in attitude; • Aware of societal considerations in global context; • Aware of relevant laws, regulations, standards, and codes; • Knowledgeable about engineering ethics and codes of conduct; and • Dedicated to lifelong learning.

  13. The Engineering Body of Knowledge • Knowledge, Skills and Attitudes • Expressed in the EBOK as: • Capabilities (30) • Basic or Foundational • Technical • Professional Practice Abilities – related to each Capability

  14. Format of Capabilities and Abilities in EBOK 6. Engineering Economics Description The use of economic analysis is fundamental to the engineering design process and to changes in systems, processes, or operations. In evaluating and comparing design alternatives, engineers need to assess initial capital costs; annual operation, maintenance, and repair costs; and periodic replacement of equipment or other components costs and determine the remaining economic value at the end of the evaluation period. Design alternatives typically have different capital and operating costs, with some alternatives having higher capital costs and lower operation, maintenance, and repair costs, while other alternatives offer lower capital costs but higher operating costs. Engineering economic analysis is used in the design process to compare alternatives on an equivalent (present worth or equivalent annual cost) basis, using assumptions for interest rates. This analysis helps ensure the least costly optimized design taking into account the estimated expenditures required and the time value of money. Once design alternatives are selected, engineers are typically involved in further defining project economics. This is done by estimating total project costs, incorporating the cost of designing and manufacturing or constructing a solution as well as other implementation costs such as management requirements, bonds and insurances, contingencies for as-yet-undefined project requirements, and financing. An essential element of this process is the identification and economic quantification of the risks associated with the project or product. This entire process is often iterative, wherein cost estimates are refined as projects proceed from planning to design to manufacturing or construction. Engineers often interact with managers and other professionals in providing project economic information and opinions of project costs in financial analysis and financing processes. On some projects, engineers help evaluate life-cycle costs, taking into account annual loan payments as well as annual operation, maintenance, and other recurring costs in the process of setting rates or prices to ensure that revenues to be received are adequate to offset costs. This also often involves interaction with management, finance, and other professionals. • Example Abilities As examples of engineering economics capability, an engineer entering practice at the professional level should be able to: • Prepare detailed cost estimates of initial capital and annual operation, maintenance, repair, and replacement costs for a project or component of a project; • Calculate the return on investment, present worth and/or annual cost and benefit of a project having initial capital and annual operation, maintenance, repair, and replacement costs using appropriate interest, discount, and projected inflation rates; • Identify and quantify the economic risks associated with a project or product; and • Compare design alternatives with varying cost profiles on a present worth or annual cost basis.

  15. Abilities Selected Example Abilities Listed for Each Capability i.e., Analyze alternative design options and select an optimized design of a complex component or system

  16. National Society of Professional Engineers First edition of the Engineering Body of Knowledge Key Attributes of the Professional Engineer • Analytical and practical; • Thorough and detail-oriented in design; • Creative and innovative; • Communicative; • Knowledgeable about the application of sciences and mathematics; • Thoroughly knowledgeable in a selected field of engineering and conversant in related technical fields; • Knowledgeable about and skillful in business and management; • Able to provide leadership – with ability to effect change in strategies, tactics, policies, and procedures in project and other roles; • Professional and positive in attitude; • Aware of societal and historical considerations in the global context; • Aware of and compliant with relevant laws, regulations, standards, and codes; • Licensed as a Professional Engineer and knowledgeable about engineering ethics and applicable codes of professional conduct; and • Dedicated to lifelong learning. DOWNLOAD THE EBOK (free of charge): http://www.nspe.org/sites/default/files/resources/nspe-body-of-knowledge.pdf PROVIDE FEEDBACK TO NSPE ON THE EBOK to NSPE General Counsel Arthur Schwartz: aschwartz@nspe.org

  17. Session Exercise Task: “Today” Columns – place a check in one of two columns “Future” Columns – place a check in one of two columns Optional Engineering Discipline Optional Email Address – for poll results

  18. What Does NSPE Ask? Individuals and Organizations: 1. Consider this practice-based Engineering Body of Knowledge in the context of your role in the engineering profession. What should you or your organization do differently in the future? 2. Provide input for a second edition. To: aschwartz@nspe.org

  19. Download the NSPE Engineering Body of Knowledge http://www.nspe.org/resources/pdfs/NSPE-Body-of-Knowledge.pdf

  20. NSPE EBOK Thanks for Listening and Participating Questions? Craig N. Musselman, P.E. cmusselman@cmaengineers.com

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